This PowerPoint is one small part of the Geology Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 6000+ slide PowerPoint roadmap, 14 page bundled homework package,
…

This PowerPoint is one small part of the Geology Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 6000+ slide PowerPoint roadmap, 14 page bundled homework package, modified homework, detailed answer keys, 12 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, 6 PowerPoint review Game, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus within The Geology Topics Unit: -Plate Tectonics, Evidence for Plate Tectonics, Pangea, Energy Waves, Layers of the Earth, Heat Transfer, Types of Crust, Plate Boundaries, Hot Spots, Volcanoes, Positives and Negatives of Volcanoes, Types of Volcanoes, Parts of a Volcano, Magma, Types of Lava, Viscosity, Earthquakes, Faults, Folds, Seismograph, Richter Scale, Seismograph, Tsunami's, Rocks, Minerals, Crystals, Uses of Minerals, Types of Crystals, Physical Properties of Minerals, Rock Cycle, Common Igneous Rocks, Common Sedimentary Rocks, Common Metamorphic Rocks.
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com

43.
• The Great Kantō earthquake (1923) Mainland
Japan.
– 7.9 on the Richter Scale (140,000 dead)
– Occurred at lunchtime and many fires erupted
from stoves that fell over. (Firestorm)
– Typhoon also hit the area at the same time.

44.
• Many more earthquakes have devastated
humanity than were presented in this short
list.

45.
• Many more earthquakes have devastated
humanity than were presented in this short
list.

46.
• Many more earthquakes have devastated
humanity than were presented in this short
list.

47.
• Final Warning. The Cascadia Fault
– The US Northwest is struck by a major
earthquake every 240 years on average.
– It‟s been 311 years since the last major quake.

48.
• Recent earthquakes over last seven days
from around the world and magnitude.
– Note how most earthquakes will be on plate
boundaries.
– http://earthquake.usgs.gov/earthquakes/map/

88.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount.

89.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

90.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

91.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

92.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

93.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

94.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

95.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

96.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

97.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

98.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

99.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

100.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

101.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

102.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

103.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

104.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

105.
• An earthquake requires three monitoring
stations to determine it‟s location.
P and S waves travel at known
velocities through the earth. S waves
are slower than P waves by a known
amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater the
difference in time of arrival between
the P and S wave.

128.
• Activity! S and P Gap.
– Have two students line up next to each other
against the wall.
– Label one as the fast walker (P-wave) and one as
the slow walker (S-wave “Side to Side Macho
Man”)
– Each students begins walking across room at
same time and various students (monitoring
stations) time the gap between the two students
as they walk by.
– Start timer when P-wave passes, and end when
S-wave arrives.
– Have the monitor stations share times.

180.
• Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create and epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide 

181.
• Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create and epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide 

182.
• Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide 

183.
• Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide 

184.
• Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide 

185.
• Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide 

186.
• Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide 

187.
• Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide 

188.
• Quick Activity! Working the process
backwards.
– Make a right triangle in the middle of your page.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
– Create a epicenter near the triangle.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide 

213.
• Activity!
– Fill tray with lots of water so water is visible on
the surface..
– Shake tray and observe what happens.

214.
• Activity!
– Fill tray with lots of water so water is visible on
the surface..
– Shake tray and observe what happens.

215.
• Activity!
– Fill tray with lots of water so water is visible on
the surface..
– Shake tray and observe what happens.
– Why?

216.
• Activity!
– Fill tray with lots of water so water is visible on
the surface..
– Shake tray and observe what happens.
– Why? Liquefaction. The sand (solid) mixed
with water (liquid) and acted as a liquid.

217.
• Activity!
– Fill tray with lots of water so water is visible on
the surface..
– Shake tray and observe what happens.
– Why? Liquefaction. The sand (solid) mixed
with water (liquid) and acted as a liquid.

226.
• This part of the PowerPoint roadmap is just one small
part of my Geology Topics Unit. This unit includes…
• A six part 6,000 Slide PowerPoint Presentation / unit
roadmap full of activities, review questions, games, video
links, flashcards, materials list, and much more.
• A 18 bundled homework package, modified version, 19
pages of unit notes, 6 PowerPoint Review Games of
100+ slides each, videos, rubrics, and much more that
all chronologically follow the unit slideshow.
• This is a fantastic unit for any Earth Science Class.
• http://sciencepowerpoint.com/Geology_Unit.html

231.
• The entire four year curriculum can be found at...
http://sciencepowerpoint.com/ Please feel free to
contact me with any questions you may have.
Thank you for your interest in this curriculum.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com